GOVERNMENT SUPPORT SERVICES AND TEACHER TASK PERFORMANCE IN OYO STATE PUBLIC SECONDARY SCHOOLS, NIGERIA

Abstract

The quality of teacher task performance in Oyo State Secondary schools has become an issue of concern to policymakers and the society at large. Previous studies on teachers’ task performance had focused on job satisfaction, teacher workload, organisational and demographic factors, and leadership style, with no attention on the influence of government support services (welfare services, motivational strategies and career advancement programmes) on teachers’ task performance in Oyo State public secondary schools. Two research questions were raised and five hypotheses were formulated to guide the study. Descriptive survey research design was adopted for the study, while the multi-stage sampling procedure was used to select the samples. The sample for the study comprised of 78 principals and 1,189 teachers selected from secondary schools in the study area through a multistage sampling procedure involving proportional to size technique, simple random sampling technique and total enumeration technique. The data obtained were analysed using frequency counts, simple percentage, mean, standard deviation and Multiple Regression. The finding equally showed that the combination of all the independent variables also allowed reliable prediction of teachers’ task performance F(3,1150) =11.404, p< 0.05). Also, relative contributions of motivational strategies (ß =0.091), career advancement programme (ß =0.021) while welfare services (ß =-0.003) which was significant to teachers’ task performance. The study recommended among others that government should improve the level of secondary school teachers’ motivation by increasing salary so as to make them perform better on their jobs.